Name (last, first)_____________________________ Student #:___________________ 1
University of Toronto
Cognitive Neuroscience
Term Test 2 – July 27th, 2005
90 minutes
Section 1:
Section 2:
Section 3:
Section 4:
Multiple choice
Matching
Short Answer
Diagram
(18 points)
(20 points)
(56 points)
(6 points)
FORM A
1. Which of the following have visual functions?
A.
occipital lobes
B.
parietal lobes
C.
temporal lobes
D.
all of the above
2. What is the function of the pathway that projects from V1 to the temporal lobe?
A.
visual action
B.
visual location
C.
object recognition
D.
object motion
E.
all of the above
F.
none of the above
3. Which one of these accurately describes the geniculostrate pathway?
A.
Retina, optic chiasm, pulvinar, V1
B.
Retina, optic chiasm, LGN, superior colliculus, V1
C.
Retina, optic chiasm, LGN, superior colliculus
D.
Retina, optic chiasm, LGN, Broadman area 17
E.
Retina, optic chiasm, superior colliculus, pulvinar, V1
4. Which one of these is specialized for color perception?
A.
V1
B.
V2
C.
V3
D.
V4
E.
V5
5. Which one of these is specialized for motion perception?
A.
V1
B.
V2
C.
V3
D.
V4
E.
V5
6. Where are the cones located and what is their primary function?
A.
Mostly fovea; bright light
B.
Throughout the retina; bright light
C.
Mostly fovea; dim light
D.
Throughout the retina; dim light
E.
None of the above are correct
Name (last, first)_____________________________ Student #:___________________ 2
7. Posner & Peterson’s model of attention focus on what three components of attention?
A.
Directing, disengaging and selecting
B.
Orienting, alertness and executive
C.
Detecting, shifting and reading
D.
Vigilance, orienting and determining
8. Supranuclear palsy results in degeneration of which brain region?
A.
Dorsolateral prefrontal cortex
B.
Posterior parietal lobe
C.
Pulvinar nucleus of the thalamus
D.
Superior colliculus
9. The sustained attention network primarily involves what brain regions?
A.
Bilateral anterior cingulate cortex, bilateral reticular activating system and bilateral thalamus
B.
Left parietal lobe, left thalamus and left dorsolateral prefrontal cortex
C.
Right parietal lobe, right thalamus and right dorsolateral prefrontal cortex
D
Right anterior cingulate cortex, bilateral thalamus, right dorsolateral prefrontal cortex
10. Simultagnosia is a visual neglect characterized by…
A.
Seeing one object when presented with two
B.
Seeing two objects when presented with one
C.
Seeing two objects when presented with two
D.
Seeing no object when presented with one
11. What distinguishes individuals with associative and apperceptive agnosia?
A.
Individuals with associative agnosia can copy drawings, those with apperceptive agnosia
can not
B.
Individuals with apperceptive agnosia can copy drawings, those with associative agnosia can not
C.
Individuals with apperceptive agnosia can recognize objects, those with associative agnosia can
not
D.
Individuals with associative agnosia can recognize objects, those with apperceptive agnosia can
not
12. What is the name of vocal intonation that helps us understand the literal meaning of what people say?
A.
semantics
B.
prosody
C.
morphemes
D.
phonemes
E.
syntax
13. What we call “grammar” is referred to by linguists as:
A.
semantics
B.
syntax
C.
morphemes
D.
phonemes
E.
discourse
14. Your patient has difficulty finding words, her speech is laborious, slow and halting. Most of her utterances
are nouns. What is your initial diagnosis?
A.
fluent aphasia
B.
nonfluent aphasia
C.
transcortical syndrome
D.
word deafness
E.
anarthria
15. Your patient can comprehend speech, produce meaningful speech, and repeat speech, but has great
difficulty in finding the names of objects. Where is the patient’s damage likely located?
A.
parietal lobe
B.
frontal lobe
C.
temporal lobe
Name (last, first)_____________________________ Student #:___________________ 3
D.
E.
corpus callosum
occipital lobe
16. Right hemisphere damage produces various language-related deficits. Which of the following is an aspect
of language that is affected by right hemisphere lesions?
A.
Narrative understanding and construction
B.
inferences
C.
melody of prosaic language
D.
all of the above
E.
none of the above
17. The patient in your office reads “puppy” as “dog” and “woman” as “mother”. What is your initial diagnosis?
A.
attentional dyslexia
B.
neglect dyslexia
C.
spelling dyslexia
D.
deep dyslexia
E.
surface dyslexia
18. The patient in your office reads “let” as “wet” and “clock” as “block”. What is your initial diagnosis?
A.
attentional dyslexia
B.
neglect dyslexia
C.
spelling dyslexia
D.
deep dyslexia
Section 2 – Matching (Answer on the scantron sheet)
19-25. Neuropsychologists can infer, from visual testing, where in the visual system damage has occurred.
Show your neuropsychological acumen by matching the condition in each question with the correct site of
damage from the list on the right.
19. Bitemporal hemianopia F
A. Optic nerve
20. Blindness in the left visual field G
B. Left V1, above the calcarine fissure
21. Monocular blindness A
C. Right V1, below the calcarine fissure
22. Small scotoma D
D. Primary visual cortex
23. Achromatopsia in the left visual field E
E. Right V4
24. Upper left quadranopia C
F. Optic chiasm
25. Lower right quadranopia B
G. Right V1
26-31. Match the following brain regions in the attention network with its function
26. Anterior Cingulate Cortex E
A. Arousal/Alertness
27. Frontal Lobe B
B. Control of Resources/Capacity
28. Parietal Lobe C
C. Disengagement
29. Reticular Activating System A
D. Re-engagement
30. Superior Colliculus F
E. Response selection
31. Thalamus D
F. Visual fixation
32-38. Match each aphasia with the appropriate set of symptoms
Type of Aphasia
Symptoms
Spontaneous
Paraphasias
speech
32. Global D
A.
Non-fluent
33. Conduction E
B.
Fluent
+
34. Transcortical sensory G
C.
Fluent
+
35. Transcortical motor A
D.
Non-fluent
36. Wernicke’s B
E.
Fluent
+
37. Broca’s F
F.
Non-fluent
38. Anomic C
G.
Fluent
+
Compreh
ens
Good
Poor
Good
Poor
Good
Good
Poor
Repetition
Naming
Good
Poor
Good
Poor
Poor
Poor
Good
Poor
Poor
Poor
Poor
Poor
Poor
Poor
Name (last, first)_____________________________ Student #:___________________ 4
Section 3 – Short Answer
Write your name and number on each sheet. Answer only in the space provided.
The value of each question is in parentheses next to the question.
[3]
1. A patient in your office has an associative agnosia (he was able to copy drawings). How would you
test whether he has lost knowledge of what things should look like (e.g., scissors) (2 quick tests)? Based on his
performance explain what you would conclude.
Ask the patient to draw scissors.
Ask the patient to verbally describe what a pair of scissors looks like.
If he can do both he has preserved knowledge what things should look like.
[3]
2. Earl Partridge, who recently had a stroke, was sitting in the living room watching TV when his son,
Frank, walked in. Initially he did not recognize his son, but as soon his son said “Good evening!” he knew that it
was his son who had walked in. What is the name of the disorder that Mr. Partridge has (1)? Where is his brain
damage most likely to be located (1)? Why was he able to recognize his son after his son greeted him (1)?
Prosopagnosia
Fusiform face area
He recognized his son by voice
[2]
3. Why is it more likely that visual agnosia patients will recognize pictures of tools rather then pictures
of animals?
Tools, in contrast to animals, activate kinesthetic brain areas (“how to” pathway)
which can be used to figured out what the object is.
[3]
4. What is blindsight (2)? What structures mediate this phenomenon (1)?
Blindsight – residual visual abilities in the absence of conscious visual abilities (i.e.,
patients claim that they are blind and cannot see anything). Evidence suggests that
subcortical areas mediate these abilities (superior colliculi).
Name (last, first)_____________________________ Student #:___________________ 5
[3]
5. Is prosopagnosia due to the fact that faces are similar members of the same category? (discuss
one of several case studies/experiments?
Prosopagnosic farmer was tested for recognition of sheep faces (that are also similar
members of the same category). The farmer was not impaired on this test. Therefore,
the problem with face recognition is not due to their similarity.
Other possible answers: if they provide good arguments that bird watchers or car
experts show or don’t show deficits in addition to face recognition problems.
[10]
6. Discuss the evidence demonstrating visual neglect as problem of attention.
1 point) Neglect is inattention to the side of space contralateral to
the lesion.
Basically, there are two lines of evidence supporting neglect as an
attentional impairment. First, neglect can be improved by providing
attentional support. Second, evidence from lesion studies points to
attentional dysfunction. Third, Perception is intact.
5 points) Neglect can be improved by providing attentional support:
Neglect can be modulated by attention: an ANCHOR on line bisection
task can improve performance; cues to attend to neglected side of
space (e.g. verbal prompts, auditory or visual alerts [flag on left
side of wheelchair])—these cues work because they draw attention to
the neglected side of space; also seen when centrally-presented words
are read in their entirety even though patient would only usually
attend to the right half of the word (again, attention is drawn to the
left because of the context); also motivation to attend to left can be
helpful (e.g. money)
(additional info, not necessary) Neglect may be a sustained attention
impairment--Robertson and Manly argue that the right hemisphere
(particularly dorsolateral prefrontal) is more important for
sustaining attention than shifting it. Evidence for this comes from a
study in which neglect was improved by improving sustained attention
performance (providing patients with auditory alerting cues,
non-spatial)
2 points) Evidence from lesion studies points to attentional dysfunction:
Neglect is most commonly associated with R posterior parietal lesions;
patients with these lesions have difficulty with Posner's orienting of
attention task—most likely due to a problem disengaging from the
current attended stimulus
Name (last, first)_____________________________ Student #:___________________ 6
2 point) Not a perception problem or a sensory deficit. Perception
centres are intact (ie striate cortex unimpaired with neglect)
[10]
7. Describe Posner’s cued attention task (also referred to as a spatial attention paradigm). What does
this experiment illustrate about attention?
Task Description (3 points):
Task is to detect a visual target without making an eye movement to
its location.
Requires fixation on a central cross and a right or left key press
when a target is presented in either the left or right.
Two types of cues given prior to target presentation : EITHER an arrow
at fixation indicating side on which target will appear (Central cue)
OR a brief visual indicator at the upcoming target location
(Peripheral cue).
Some cues (approximately 80%) are valid indicators of location of
upcoming target; others are invalid cues.
See improved response after cue for VALID trials--this is before
participant has enough time to saccade over to cued location.
Interpretation (4 points – key word "Orienting"):
Demonstrates that attention is directed toward cued location prior to
the detection of the target
Model of visual selective attention developed from this paradigm as it
examines abilities to disengage (from fixation), shift (after cue) and
re-engage (target)
These processes are part of ORIENTING function of attention;
neuroanatomical network of the posterior attentional system identified
using this task and lesion patients
(3 points, one point each area)
Damage to posterior parietal lobe unilaterally: slower when CUE is on
same side as lesion; indicative of problem disengaging
Damage to superior colliculus: slower to respond to a valid cue;
indicative of problem shifting
Damage to thalamus: if TARGET is presented contralateral to lesion,
response times slowed irrespective of validity of cue; indicative of
problem re-engaging.
[4]
8. One of your patients has anomic aphasia and one has associative visual agnosia. You present both
of them (independently) with drawings of several objects (e.g., scissors) and ask them to identify them. What
would be likely responses from each one of them?
Name (last, first)_____________________________ Student #:___________________ 7
Anomic patient would probably say (1): I know what it is, it’s called…….I don’t know the name
I don’t know
Agnosia patient would probably say (1):
Next, you ask both patients (again, independently): “What tool would you use to cut sheets of paper?” What
would be likely responses from each one of them?
Anomic patient would probably say (1):
I know what it is….but I don’t know the name
Agnosia patient would probably say(1):
scissors
[6]
9. Historically language problems have been classified as those of comprehension of language and
language production. More recently psycholinguists have conceptualized language differently. What is this
approach (explain the components) (3)? How do patients with anterior and posterior damage differ on these
language components? (3)
Phonemes – sound units that make up words
Syntax – rules that govern the use of words (grammar)
Semantics – meaning of words
Anterior damage is associated with problems with phonemes (mispronouncing them),
syntax but no problems with semantics.
Posterior damage is associated with phoneme substitution and semantics.
[6]
10. In The Presidents’ Speech (O. Sacks) most of the patients were laughing at the U.S. president’s
speech. Why was this case and where was their brain damage (in general)(3)? Emily D. did not laugh at the
president’s speech but she did have a problem with it. Why was this the case and where was her brain damage
(in general)(3)?
These aphasia patients had impaired comprehension which did not allow them to
understand what the president was saying. However, because they were good at
detecting emotional tone of speech and when people are lying such as the US
president. Their damage was in the Wernicke’s area (left temporal damage also
acceptable; left hemisphere acceptable also).
Emily D. could not detect emotional tone in language (prosody) so her ability to detect
logic/soundness of arguments was augmented – the presidents’ speech had problems
with logic/use of language/grammar. Her damage was in the right hemisphere.
[6]
11. Two patients in your office have a reading disorder. You ask them to read several words. Patient 1
reads “home” and “dome” correctly but misreads “comb”, “yacht” and “pint”. He also has no problem reading
regular non-words, such as “morak” and “vilt”. Patient 2 reads “home”, “dome”, “yacht” and “pint” correctly but
has problems reading non-words “morak” and “vilt”. What is your diagnosis (2)? What kind of reading deficits
Name (last, first)_____________________________ Student #:___________________ 8
are these patients showing (i.e., explain the reading routes) (2)? Explain how Japanese patients support the
argument for different reading routes (2)?
Patient 1 – surface dyslexia
Patient 2 – phonological dyslexia
Surface dyslexia – reading phonologically (grapheme to phoneme reading) or
sounding words out (either explanation is fine).
Phonological dyslexia – patients can not read by sound; they read by visual
appearance of the word (direct route)
Japanese have two language systems: kana (syllabic  phonological reading) and
kanji (symbols – whole symbol reading  direct route). There is a double dissociation
for the two: Some patients are impaired in kana but not kanji and the other way
around.
Name (last, first)_____________________________ Student #:___________________ 9
Section 4 – Diagram
[6]
On the appropriate figure bellow, label each structure by clearly placing the corresponding number on
the appropriate structure:
1) Wernicke’s area
2) BA17
3) Thalamus
4) calcarine fissure
5) Reticular formation (best estimate)
6) BA44/45
Sections 1 & 2 (Multiple-Choice and Matching):
_______
Sections 3 & 4 (Short Answer & Diagram):
_______
Total:
_______%